All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations

SAQA US ID

UNIT STANDARD TITLE

9010

Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations

ORIGINATOR

SGB Math Literacy, Math, Math Sciences L 2 -4

PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY

-

FIELD

SUBFIELD

Field 10 - Physical, Mathematical, Computer and Life Sciences

Mathematical Sciences

ABET BAND

UNIT STANDARD TYPE

PRE-2009 NQF LEVEL

NQF LEVEL

CREDITS

Undefined

Regular-Fundamental

Level 3

NQF Level 03

2

REGISTRATION STATUS

REGISTRATION START DATE

REGISTRATION END DATE

SAQA DECISION NUMBER

Reregistered

2015-07-01

2018-06-30

SAQA 10105/14

LAST DATE FOR ENROLMENT

LAST DATE FOR ACHIEVEMENT

2019-06-30

2022-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 2. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in:
. An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person
. An understanding of mathematical applications that provides insight into the learner `s present and future occupational experiences and so develop into a contributing worker
. The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen.

People credited with this unit standard are able to:

Convert numbers between the decimal number system and binary number system

Work with numbers in different ways to express size/magnitude.

Demonstrate the effect of error in calculations.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit value is based on the assumption that people starting to learn towards this unit standard are competent in Mathematical Literacy and Communications at NQF level 2.

UNIT STANDARD RANGE

This unit standard covers:
Approximation in relation to the use of computing technologies, the distinction between exact and approximate answers in a variety of problem settings. More detailed range statements are provided for specific outcomes and assessment criteria as needed.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Convert numbers between the decimal number system and the binary number system.

OUTCOME RANGE

This outcome includes the need to:

Perform addition and subtraction of positive whole numbers in binary up to 100002 (16 in decimal).

Demonstrate understanding of the mathematical relationships and principles involved in the computations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Conversion between binary and decimal numbers is done correctly.

ASSESSMENT CRITERION 2

2. Basic addition and subtraction calculations in the binary number system are done correctly.

ASSESSMENT CRITERION RANGE

Using positive whole numbers up to the 16 in decimal.

ASSESSMENT CRITERION 3

3. Practical applications of the decimal and binary system are explained correctly.

SPECIFIC OUTCOME 2

Work with numbers in different ways to express size and magnitude.

OUTCOME RANGE

This outcome includes the need to:

Use scientific notation for small and large numbers.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The prefixes indicating magnitude in measurements are correctly related to the decimal system.

ASSESSMENT CRITERION RANGE

From Giga to Pica (1012 to 10 -12)

ASSESSMENT CRITERION 2

2. Conversions between related units in different measurement systems are correctly applied in real-life contexts.

ASSESSMENT CRITERION RANGE

SI to Imperial; Degrees F to degrees C.

SPECIFIC OUTCOME 3

Demonstrate the effect of error in calculations.

OUTCOME RANGE

This outcome includes the need to:

Work with rational and irrational numbers.

Explore repeating decimals and convert them to common fraction form

Use scientific notation for small and large numbers.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Symbols for irrational numbers such as 7c and 42 are left in formulae or steps to calculations except where approximations are required.

ASSESSMENT CRITERION 2

2. Descriptions are provided of the effect of rounding prematurely in calculations.

ASSESSMENT CRITERION 3

3. The desired degree of accuracy is determined in relation to the practical context.

ASSESSMENT CRITERION 4

4. The final value of a calculation is expressed in terms of the required unit.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of the GENFETQA.

Moderation Option:
The moderation requirements of the GENFETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that the possession or lack of the knowledge can be inferred directly from the quality of the candidate`s performance against the standards.

Number systems and rational and irrational numbers
Estimation and approximation
Scientific notation

Use mathematics:
Use mathematics to describe and represent realistic situations and to solve problems relevant to the learner.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgments should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.